Egerton Ryerson's 1846 Report

A document so important as Egerton Ryerson’s 1846 Report on a System of Public Instruction for Upper Canada which culminated in the 1850 Common School Act is needed for analysis with the intention of uncovering the most important goal of Ryerson in the 1846 document. Moreover, how he hoped to achieve such a goal in Canada. Having already deemed that moral and religious education as the most important goal of reform in education in Canada, this intent analysis is to justify my action. To do so, we will look at a short but significant history of Egerton Ryerson using the Dictionary of Canadian Biography, with the intention of revealing Ryerson's intimately held personal religious faith which manifested itself in the 1846 Report. Following,
A system built under the Christian doctrine, the foundation of his Report. Moral education, is understood to mean, as explained by Ryerson, “the proper discipline of the dispositions and affections of the mind, by which a reverence for the Supreme Being, a love of justice of benevolence….and the conscience are enlightened and invigorated, must have its basis deeply and surely laid in childhood.9 Ryerson understood the omission of Christianity “in respect to both schools and the character and qualifications of teachers” was a frightening thought.10 He describes Christianity as a necessity that which “the full effects of such an omission—such an abuse of that which should be the primary element of Education, without which there can be no Christian Education; and without a Christian Education, there will not long be a Christian Country.”11 Once again, Christianity is deemed most important, as well as described to be embedded in the education of morality. Furthermore, this quote is quite indicative of the theme of conversion to Christianity, but that investigation requires another analysis. Ryerson vehemently expresses that a Christian education is so “vitally important”, as it establishes the very principles of the future character and social state of the
He uses Prussia, as it is a good comparison to the Canadian population. In Prussia, Ryerson asserts, “the chief mission of every school is to train the youth in such a manner as to produce them with the knowledge of man’s relations to god…and to the spirit of Christianity.”20 “Chief mission” can also be defined as 'primary goal,' 'fundamental value,' or 'foundation.' Moreover, France like Prussia Ryerson asserts, “places religion and morals at the very foundation of her system of public education.” The interest in France at the time as well of Prussia was most likely due to its imperial success; which occurred while France was specifically ruled by Napoleonic sovereignty. Moreover, Schools in the United States, Ryerson assets, reported on negative consequences of non-Christian schools.21 These testaments catalyzed the fear of Ryerson that the omission of Christianity, the primary element of Education, would lead to a non-Christian country. Thus making it necessary for him to make Christianity the basis of Public Education. Having shown the overwhelming seriousness that Egerton Ryerson upheld when speaking of